1. SOCIAL CONTEXTS OF LEARNING Santrock, Chp. 3 Bronfenbrenner Erikson Kohlberg Marcia

2. CONNECT THE DOTS 1. Connect the nine dots with 4 straight lines. 2. Once you start drawing the lines do not pick your pencil up from the paper. 3. Do not retrace any of the lines. 4. How is this process like adolescence? 

3. PERCEIVING OUR WORLD Linear, separating things into parts, influence occurs because of force (Newton) - this works for a predictable world. We no longer live in a predictable world. Processes of change, patterns, connections and relationships (Gestalt); a larger perspective which takes in “the whole” of life (organized chaos). Old and perhaps Current Perception? New Perception?

4. “WE MUST LEARN TO SEE THE WORLD ANEW” A. Einstein

5. SOCIAL NEEDS OF ALL HUMANS Questions to ask of your students and what they need to learn from you What are sources of order? How do we create structures that are flexible, adaptable, empowering, that enable rather than constrain? How do we balance the needs of freedom and autonomy with prediction and control?

6. ENVIRONMENTAL INFULENCES Bronfenbrenner

7. BRONFENBRENNER’S ECOLOGICAL THEORY Bronfenbrenner’s theory focuses on the social contexts in which people live and the people who influence their development.

8. BRONFENBRENNER’S ECOLOGICAL THEORY Microsystem: Direct interactions with parents, teachers, peers, and others. Mesosystem: Linkages between microsystems such as family and school, and relationships between students and peers. Exosystem: Experiences in settings in which a child does not have an active role influence the child’s experiences.

9. BRONFENBRENNER’S ECOLOGICAL THEORY CONT’D Macrosystem: The broader culture in which students and teachers live. Chronosystem: The sociohistorical conditions of a student’s development.

10. SOCIAL – EMOTIONAL DEVELOPMENT Erikson

11. ERIKSON’S 8 STAGES OF SOCIAL DEVELOPMENT 1. 2. 3. 4. 5. 6. 7. 8.

12. ERIKSON’S 8 STAGES OF SOCIAL DEVELOPMENT 1. Trust vs. Mistrust (hope) 2. Autonomy vs. Shame/Doubt (willpower) 3. Initiative vs. Guilt (purpose/others) 4. Industry vs. Inferiority (competence) 5. Identity vs. Confusion ( fidelity) 6. Intimacy vs. Isolation (love) 7. Generativity vs. Stagnation (care) 8. Integrity vs. Despair (wisdom)

13. FAMILY & SCHOOL Trust Autonomy Initiative Comes by satisfaction in wondering rather than knowing - in finding more excitement in searching rather than staying put.

14. IDENTITY Family & Self

15. PRIMARY HUMAN NEEDS - To be loved - To love - To belong, which provides meaning Trust, autonomy, initiative comes primarily from the family unit. all giving a sense of connectedness (Gestalt)

16. SELF-IMAGE - Self-concept: description of self - Self-esteem: judgment based of opinion of self and others

17. FUNCTIONS OF THE FAMILY Protect Prepare Release With Chaos in the midst of living ROOTS - Attachment WINGS - Autonomy dependence independence interdependence

18. BAUMRIND’S PARENTING STYLES Authoritarian Parents are restrictive and punitive. Children tend to be socially incompetent, anxious, and exhibit poor communication skills. Indulgent Parents are highly involved but set few restrictions. Children have poor self-control. Neglectful Parents are uninvolved. Children have poor self- control, don’t handle independence well, and low achievement motivation. Authoritative Parents are nurturing and supportive, yet set limits. Children are self-reliant, get along with peers, and have high self-esteem.

19. IDENTITY... Pyscho-social wellbeing. Knowing where one is going and an inner assuredness of anticipated recognition from those who count.... Adolescent identity formation is crucial. We must understand what are appropriate types of behavior. Childhood playfulness is no longer acceptable. Choices and decisions are being made that can lead to commitments for life.

20. INFLUENCES ON IDENTITY FORMATION Sex Roles Career Choices Social Values Others’ Expectations

21. MARCIA’S IDENTITY DEVELOPMENT The work of James Marcia compliments Erikson's work on identity development. Marcia presents Four Identity Statuses; each addresses the issues of crisis and commitment.

22. MARCIA’S IDENTITY DEVELOPMENT Identity Achievement Foreclosure Moratorium Identity Diffusion

23. MARCIA’S 4 STATUSES COMMITMENT CRISIS YESNO YES Identity Achievement + + Foreclosure + - NO Moratorium - + Identity Diffusion - -

24. PSYCHO-SOCIAL MORATORIUM Delays in commitment, which can be good, should be a time of adventure and exploration, having a positive or at least neutral impact on individuals and society. Opposite of Psycho-social Moratorium is Negative Identity, the rejection of accepted or expected roles.

25. MORAL REASONING Kohlberg

26. KOHLBERG’S MORAL REASONING JUSTICE – The regard for the Dignity and Worth of all persons STAGES – Organized Systems of Thought REASONS – Rather than Behavior INFLUENCES - MORAL SENSITIVITY MORAL JUDGMENT MORAL MOTIVATION MORAL CHARACTER

27. KOHLBERG’S LEVELS OF MORAL DEVELOPMENT Pre-Conventional Conventional Post-Conventional Moral reasoning is controlled by external rewards and punishments. Internal standards are imposed by others. Morality is internal, not based on external standards.

28. KOHLBERG’S LEVELS OF MORAL DEVELOPMENT Pre- Conventional Fear of Punishment Good Boy – Good Girl Conventional Scratch my back I’ll Scratch Yours Maintaining Social Order Post- Conventional Values, Rights, Principles transcend law Betterment of Human Rights at all costs

29. Moral Reasoning LEVEL 1 PRE CONVENTIONAL LEVEL 2 CONVENTIONAL LEVEL 3 POST CONVENTIONAL LEVEL 1 ORIENTATION TO INDIVIDUAL SURVIVAL -move from selfishness to responsibility LEVEL 2 GOODNESS AS SELF- SACRIFICE -move from goodness to truth LEVEL 3 MORALITY OF NONVIOLENCE -resolution of self and others conflict, harmony and compassion govern Kohlberg - JusticeGilligan - Care

30. MORAL EDUCATION 1. Hidden Curriculum School personnel serve as models of ethical behavior. Classroom rules and peer relationships transmit positive attitudes to students. 2. Character Education Schools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.

31. FOCUSED SUMMARY List 5-6 words or phrases to support or refute this statement Psycho-social well-being is knowing where one is going and an inner assuredness of anticipated recognition from those who count.

32. MUDDIEST POINT List items from today’s reading and conversation that are Clear as Mud (not clear) to you.